Thirdly. Observe the scope and design of the writer in that particular chapter, section, or paragraph, in which the word or phrase occurs, and this will assist us in ascertaining the true meaning. Fourthly. Consider not only the person who is introduced as speaking, but the persons to whom the speech is directed, the circumstances of time and place, the temper and spirit of the speaker, as well as the temper and spirit of the hearers. Thus, to interpret the Scriptures properly, a person should be well acquainted with the Jewish customs, and also, with the ancient Roman and Grecian times and manners. Fifthly. In matters of dispute, we should never, from any prejudice of party spirit, warp the sense of the writer to our own opinion, but fairly and honestly understand it as the author intended it. We should also dismiss all passion, malice, envy, pride, or opposition to an author; by which we may be easily tempted to put a false and invidious construction upon his words. Sixthly. It has been recommended, with respect to a work of importance, first to read it through in a rather cursory manner, previously to our reading it with studious attention; because there may be several difficulties which cannot be distinctly understood, without a clearer comprehension of the author's whole scheme. In such treatises, many difficulties which present themselves at first, may be solved as we proceed. Those passages, however, which require more than ordinary attention, should be marked for a closer examination afterwards. 4. A fourth requisite is, to discriminate between true and false reasoning. This is one of the most important, and one of the most difficult of all the requirements that we have enumerated; and to be fully acted upon, requires a gradual procedure. Thus, it would be absurd to expect a boy of fourteen or sixteen, or even an adult who has not been much accustomed to attend to a train of reasoning, to ascertain on which side the truth lies, from the arguments adduced by Dr. Whately in favour of the Syllogism, and those given by Dr. Campbell in opposition to it. To determine in such cases with propriety, requires some experience in the art of argumentation. 5. A fifth requisite is, to endeavour to arrive at general principles on all the subjects to which our attention is directed. In every kind of knowledge, whether art, science, or religion, there are some fixed principles with which we must become thoroughly acquainted. These will serve as a safe guide in all our subsequent inquiries, and frequently as a test of the truth or fallacy of our conclusions. Such is that great principle in natural philosophy, the doctrine of gravitation, or the mutual tendency of all bodies towards each other, by which Sir Isaac Newton accounted for a multitude of appearances in the heavenly bodies as well as on the earth. Such is that principle of morality given us by our Saviour, "Do to others as you would have them do to you;" which should be the rule of action towards our neighbour. And such, also, are those principles in religion, "That a rational creature is accountable to his Maker for his actions;" "That the soul of man is immortal," &c. We must, however, be careful to admit nothing as an established principle which is not just and true; for an error in principle may engender thousands in practice. It is not, of course, to be expected that we can arrive at absolute certainty on every subject of inquiry, as there are many things beyond the limited comprehension of man. Yet we must balance arguments as justly as we can, and decide according to the preponderance of evidence, be that ever so small. This course will enable us to form a probable opinion: and these probabilities frequently determine a thousand actions in human life, and sometimes even in matters of religion. 6. Besides careful and attentive Reading, there are other modes which contribute towards the attainment of Knowledge; and these are OBSERVATION and INVESTIGATION. By Observation is here meant, that notice which the mind takes of the occurrences of human life, whether they are sensible or intellectual, whether relating to persons or things, to ourselves or others. Whatever we see, hear, or feel, or perceive by sense or consciousness, may be included under this head. To investigate, in the original acceptation of the word, signifies to search for an unknown object, by observing and following the traces which it has left, in the path which leads to its unknown situation.— See p. 191. 7. Attendance on Lectures is another means of improving in knowledge; but, it is necessary, that we should have some previous acquaintance with the subject, and afterwards, examine and treasure up the knowledge thus acquired. Lectures heard under these circumstances will be beneficial, and particularly if the Lecturer is eminently qualified to communicate his knowledge, and possessed of suitable apparatus. II. OF THE RETENTION OF OUR KNOWLEDGE. The Retention of our knowledge depends upon the Memory; we shall, therefore, speak of the importance and cultivation of the Memory. By the Memory we understand, that faculty by which the mind retains and recalls the ideas which it has previously received. The Importance of the memory has been much undervalued by several writers on education, who, perhaps, from having seen the memory alone cultivated during the period of childhood, have gone to the opposite extreme of scarcely cultivating it at all. But this is a most dangerous error; for, why labour to acquire what we cannot retain? Without memory, the mind of man would be a perfect blank, destitute of past impressions, past reasonings, past conclusions, past experience, and, consequently, unfit for the conduct of life and the pursuits of science. 1. The memory, if judiciously cultivated, assists the judgment; for a proper conclusion depends, in some measure, on a survey and comparison of several things placed together before the mind. When we set these various objects before us, we are then enabled to determine that such and such ideas are to be joined or disjoined, to be affirmed or denied, and this in consistency with the other ideas connected with the same subject. Now, there cannot be this comprehensive survey of many things without a tolerable memory; and, as we can judge of the future only by reviewing things that are past, it will frequently happen that, by the omission of one important idea or object, our conclusion is rendered erroneous. 2. The ready and accurate recollection of words and their different flexions, of elementary principles, definitions, and formulæ, is of great and almost essential importance in the acquisition of knowledge; and when this readiness and accuracy of memory have not been early cultivated, the difficulty of acquiring facility in any one branch of knowledge is considerably increased. 3. Every one knows that the mere communication to others of the substance of an eloquent passage which we have heard or read, produces a very different impression on the minds of the hearers from what it would have done, had it been delivered in the exact words of the author or speaker. 4. It has been recommended, as a means of strengthening the memory and improving the power of expression, frequently to commit to memory, in the most accurate manner (not indeed till they are understood), select portions from the best writers, and repeat them to some friend. But we think that there are additional considerations to recommend the judicious adoption of this practice. When the noble sentiments and exact expressions of great men are thus well impressed upon the mind, they not only improve and gratify it, but form, as it were, the germs of future thought and excellence. Ideas, unconnected with words, fade from the memory much sooner than when they are so connected. "In sickness, and often in old age,” remarks Dr. Carpenter, "the reasoning powers become languid; and the vigour of the mind, which would supply a succession of interesting thoughts, is lost under the pressure of disease or gradual decay. In such circumstances, the mind dwells upon the present impressions of pain or weakness, and can scarcely raise itself above them; but if the memory has been well stored, in the early part of life, with useful and interesting combinations of words, they will often recur, at such periods, without an effort and without fatigue, and furnish subjects of thought which will soothe and even cheer. They who are subject to any degree of mental depression, disabling them from active efforts to point out a channel for their thoughts, often find such suggestions of the memory an important relief to them. And we need not say to those who have a religious turn of mind, that these remarks are peculiarly applicable to those devotional compositions and expressions which, where they have been early and deeply impressed on the mind, occur at the call of association to support, to strengthen, and to comfort; and which, thus suggested by the memory, have, in innumerable instances, allayed the emotions of passion and desire, or poured balm into the wounded heart." Cultivation of the Memory. 1. The first requisite in the cultivation of the memory is, the diligent and vigorous exercise of the attention; for, when the attention is strongly fixed on any subject, that subject is more readily apprehended, and much longer retained in the mind. If, therefore, we wish to possess a retentive memory, we must avoid running from subject to subject, and merely skimming over the surface of things: we must dwell upon a subject if we wish the impression to be permanent. 2. A clear and distinct perception of things is highly conducive to their retention. So, also, is a proper selection of those things which we wish to remember. 3. Arrangement greatly assists the memory. So numerous are the details, facts, and principles, which ought to be recollected, that, to be able to recall them in their proper relations, and to apply them to the various purposes of argument or illustration, it is absolutely necessary to classify them under their appropriate heads. This rule is one of the greatest importance. And it is no little recommendation of a treatise, that, whilst its arguments are clearly apprehended by the mind, the arrangement of its different parts is easily retained by the memory. 4. The principle of association contributes in giving strength and facility to the operations of the memory, and, particularly in those branches of knowledge which have a common basis, or which bear upon a common object. 5. A frequent review and careful repetition of the knowledge which we have acquired, have a great influence in imprinting it on the memory. For this purpose it is useful, at the end of a chapter or section, to close the book and try to recollect all that you have read. Proceed in this manner through the whole work, and, at the end, let the whole be reviewed. When one work on any subject has been thus studied, all additional facts, derived from whatever source, may be easily ranged under their appropriate heads. Talking over to a friend, what we have been reading or hearing, is an excellent means of impressing it upon the memory. Even talking aloud to one's self, has been adopted by individuals who have not had an opportunity of conversing with others. Whilst, therefore, we would ever have judgment considered as of the first importance, yet, to assist our judgment, and to make any improvement either in art, science, language, or religion itself, our memories must be assiduously cultivated. III. ON THE READY APPLICATION OF OUR KNOWLEDGE. The ready application of our knowledge depends on Conversation, Reflection, and Composition. Conversation. Reading, Study, and Retirement, are necessary to give solidity to our knowledge; but to render it easy and familiar, it must frequently become the subject of our conversation. The man who has read and thought much, but who has been accustomed to a solitary life, will frequently, in company, be at a loss for words to express himself clearly, even upon those subjects with which he is the most familiar; and, thus, undiscerning persons may attribute to ignorance what is due only to want of practice. We would, therefore, recommend the student who has not the ad A A |